Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Michael Vander Wal

Date 5/1/17 Subject/ Topic/ Theme World History /Imperialism and Nationalism Grade
____10____________

I. Objectives
How does this lesson connect to the unit plan?
The imperialism and nationalism of Europeans contributed greatly to the climate that directly caused WWI

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Explain how Germany and Italy became fully functioning nations states U x
Identify why the Muslim empires and China declined, and why Europe ascended. An
Identify the various strategies Europeans (and the Japanese) used to increase their empires. R
Explain how Japan was able to go from a victim of imperialism to a perpetrator in a relatively short time. An
Think about the value of nationalism in the world. How can it be used for good and ill? E x
Common Core standards (or GLCEs if not available in Common Core) addressed: 6.2.2 Growth of Nationalism and Nation-
states Compare and contrast the rise of the nation-states in a western context (e.g., Germany, Italy) and non-western context (e.g.,
Meiji Japan). (See 6.1.1; 6.3.1; 6.3.2) (National Geography Standard 10, p. 203)

Imperialism Analyze the political, economic, and social causes and consequences of imperialism by using historical and modern
maps and other evidence to analyze and explain the causes and global consequences of nineteenth-century imperialism, including
encounters between imperial powers (Europe, Japan) and local peoples in India,Africa, Central Asia, and East Asia (National
Geography Standard 16, p. 216)
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Students must have read Global Impacts of Imperialism, Nationalism Case Study: Italy and Germany,
Identify prerequisite
and The Reluctant Asianist: Japan and Asia. Half of students will read the Germany section of the
knowledge and skills.
case study, and half will read the Italy section. Each half will be called upon to explain to the class
how these respective nations came into being.
Pre-assessment (for learning): I will ask students what they think nationalism and imperialism are, and gauge
how much depth I need to go in to by their response.

Formative (for learning):

Outline assessment
activities Formative (as learning): At the beginning of class, students will write about one strategy (from their readings)
(applicable to this lesson) used by 19th century imperialists to expand their empires. They will also be responsible for the knowledge
contained in their nations case study, and must teach a partner sitting next to them.

Summative (of learning):

What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
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Provide Multiple Means of
Representation
Provide options for perception-
making information perceptible
Students will have read the
information necessary for class,
and will be taught by each other
and me.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Provide Multiple Means of
Action and Expression
Provide options for physical action-
increase options for interaction
Provide options for expression and
communication- increase medium
of expression
Learners will write notes either
as annotations in their readings
or on paper, and they will teach
their partner about nationalism
in Germany or Italy.
Provide Multiple Means of
Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
I will ask students to think of
modern nationalist movements, and
how they think imperialism
happens today.
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
 Provide options for Provide options for executive Provide options for self-regulation-
comprehension- activate, apply & functions- coordinate short & long expectations, personal skills and
highlight term goals, monitor progress, and strategies, self-assessment &
modify strategies reflection

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?
Both me and the students will need all of the readings. Well also need our notes and annotations.
They will need their notebooks, and a pen/pencil for note taking. I will need the projector, and my
slides

The classroom will have students sitting at their tables, and me in the center. I will be walking around
the class while they teach each other about their assigned country.
How will your classroom
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
5min I will show a cartoon of European and Japanese Students will be listening to my brief explanation.
Motivation rulers carving up China, and explain how the No note taking is necessary
(opening/ intervention during the Boxer Rebellion is the
introduction/ perfect example of imperialist action.
engagement)

5min 1. I will explain that students must write down one
imperialist strategy from their reading.
10min 2. I will collect their writing, and instruct them to
teach their partner about what nationalism is and
10min their assigned nation. Talk briefly about how
nationalism as a concept is both good and bad.
(tell students to take out their notes)
3. Quick instruction on what imperialism and
empire is.
Development -ask students to define the terms for themselves
20min (the largest -play a quick game of, is this an empire? with
component or powerpoint slides
main body of 4. The remaining time will be used to discuss the
the lesson) Japan reading
-How was Japan at first the victim of imperialism?
-How did Japan transform itself into a local power?
-Why did Japan feel it was necessary to become an
imperial power?
1. Students will write on imperialist strategy from
their reading
2. Student will be instructing their partners about
either German or Italian unification. They will
then discuss how nationalism can be used for good
and ill.
3. Students will do their best to define empire and
imperialism, and guess whether my examples are
empires or not. They will also be taking notes
4. Students will respond to my questions with
evidence from their annotated text.

5min Closure If there is any time left, I will ask students how Students will hopefully give thoughtful answers
(conclusion, they think imperialism has changed. Does it even about the nature of modern imperialism. At the
culmination, still exist? very least, they should have something to think
wrap-up) about on the bus.

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Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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